More Like this

1. Variation in Engagement Behaviors among Student-Centered Pedagogies

   https://doi.org/10.1145/3641554.3701894  

   Campbell, Patricia B; Kussmaul, Clif; Mayfield, Chris; Hu, Helen H; Campbell-Mortman, Seth (February 2025, ACM)

   Numerous studies have shown that active learning and student-centered pedagogies lead to better student outcomes, such as higher grades, enhanced self-efficacy, and an increased sense of belonging. These outcomes are closely linked to higher levels of student engagement. To better understand the relationship between student engagement and pedagogical approach, our research documents what actually happens in CS1 classes that implement active learning. This paper presents a case study of two instructors, at different undergraduate institutions, teaching with Process Oriented Guided Inquiry Learning (POGIL) and Interactive Lectures. Using structured classroom observations and student surveys, we measure the engagement of the same students in different class periods taught by the same instructor. Our study investigates the differences and similarities in self-reported and observed student behaviors, as well as observed instructor behaviors. We examine how instructor behavior impacts student behavior. The results show significant differences in observed instructor and student behaviors based on the pedagogical approach. In class periods where instructors spoke more, students were more inclined to watch or listen rather than actively work or discuss, coupled with higher levels of student distraction. Our results provide insight into how specific teaching practices can lead to more engaging classrooms and better student outcomes. 

   more » « less
2. Participatory Equity in One Undergraduate Linear Algebra Class

   Smith, J. (January 2023, Proceedings of the Annual Conference on Research in Undergraduate Mathematics Education)

   Cook, S.; Katz, B.; Moore-Russo, D. (Ed.)

   Inquiry and active learning instructional methods have largely been regarded as equitable and beneficial for students. However, researchers have highlighted math classrooms as racialized and gendered spaces that can negatively impact marginalized students’ experiences in such spaces. In this study, I examine the development of one argument, and whose ideas are solicited and leveraged, in an inquiry-oriented linear algebra course with an eye toward participatory equity. I found that gender related most to the inequity of participation in argumentation and that only men participated in generalizing activity. This study adds to the growing literature addressing equity in inquiry and active learning math settings. 

   more » « less
3. Participatory equity in one undergraduate linear algebra class.

   Smith, J. (January 2023, Proceedings of the Annual Conference on Research in Undergraduate Mathematics Education)

   Cook, S.; Katz, B.; Moore-Russo, D. (Ed.)

   Inquiry and active learning instructional methods have largely been regarded as equitable and beneficial for students. However, researchers have highlighted math classrooms as racialized and gendered spaces that can negatively impact marginalized students’ experiences in such spaces. In this study, I examine the development of one argument, and whose ideas are solicited and leveraged, in an inquiry-oriented linear algebra course with an eye toward participatory equity. I found that gender related most to the inequity of participation in argumentation and that only men participated in generalizing activity. This study adds to the growing literature addressing equity in inquiry and active learning math settings. 

   more » « less
4. Participatory equity in one undergraduate linear algebra class

   Smith, J. (January 2023, Proceedings of the Annual Conference on Research in Undergraduate Mathematics Education)

   Cook, S.; Katz, B.; Moore-Russo, D. (Ed.)

   Inquiry and active learning instructional methods have largely been regarded as equitable and beneficial for students. However, researchers have highlighted math classrooms as racialized and gendered spaces that can negatively impact marginalized students’ experiences in such spaces. In this study, I examine the development of one argument, and whose ideas are solicited and leveraged, in an inquiry-oriented linear algebra course with an eye toward participatory equity. I found that gender related most to the inequity of participation in argumentation and that only men participated in generalizing activity. This study adds to the growing literature addressing equity in inquiry and active learning math settings. 

   more » « less
5. Combining Game-Based and Inquiry-Oriented Learning for Teaching Linear Algebra

   Amresh, Ashish; Verma, Vipin; Zandieh, Michelle (June 2023, ASEE annual conference exposition proceedings)

   Linear algebra instruction is an essential competency that is necessary for success in multiple engineering disciplines. Research in realistic mathematics education and the development of an empirically tested curriculum in inquiry-oriented practices for teaching linear algebra helps improve the ability of instructors to teach the content via multiple lenses and modes. While there have been good instructional materials and strategies developed to apply inquiry-oriented instruction for linear algebra, students struggle to apply and connect the different modes. Game-based learning provides a platform to creatively include multiple modes and strategies in a fun and engaging manner. In this paper, we present we discuss the addition of game-based learning elements into an existing curriculum that teaches undergraduate linear algebra via an inquiry-oriented pedagogy. The aim of this paper is to discuss the game design strategies used in connecting game based learning to inquiry oriented methods. 

   more » « less